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This study designed a five-session online Academic Writing Workshop to help 27 Indonesian TVET instructors prepare the Introduction and Method sections of their publication manuscripts. The instructors’ academic writing creativity and self-efficacy were evaluated and analysed statistically before and after the workshop, using a Rasch-based t-test to examine the workshop’s impact. The findings revealed that there was statistical difference between TVET instructors’ academic writing creativity and self-efficacy before and after attending the academic writing workshop (Mann—Whitney U = 0.00, n1 = n2 = 27, p < 0.05) with a relatively small effect size (r < 0.3). The instructors did benefit from the workshop, albeit with relatively limited improvements in aspects of academic writing self-efficacy. Particularly, it was reported that they had increased ability to find ways to overcome their writing difficulties (logit value = 55.10), and to accept or reject feedback they had received (logit value = 53.35). Unfortunately, TVET instructors were unlikely to benefit from the development of their academic writing creativity, and more specifically, the utilization of technology to support their academic writing and creativity. Besides the need for sustainable, genre-based academic writing workshop planning and application, providing a long-term commitment to academic writing education, with provision, personalised, and sustainable writing and technological support for scholarly writing for publication from expert and related governing institution should be made to promote effective ways of promoting career and professional development for TVET instructors.
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Stored only when both papers are in the corpus — 7 citations exist upstream.
Papers that cite the same references — the relational fallback while embeddings are still backfilling.
Imported from OpenAlex (CC0) — nothing here is generated.